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Exploring student reflection in physical education practice
Department of Public Health and Sport Sciences, Inland Norway University, Elverum, Norway.ORCID iD: 0000-0003-2328-8919
Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society. (REMO)ORCID iD: 0000-0001-8748-8843
2024 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background

In a recent publication [Bjørke, Lars, and Mikael Quennerstedt. 2023. ‘Reflecting on Student Reflections in Physical Education Practice: Moving Beyond a Theory-and-Practice Divide’. Physical Education and Sport Pedagogy, 1–14. doi:1080/17408989.2023.2281913], we conceptualised how student reflection can be understood in a way that aligns with the practical, situated and embodied nature of physical education. Although this study clarified what reflection can be in physical education practice, new questions have emerged in the wake of our discussions. One such question involves how reflection can be explored methodologically. Indeed, through mapping existing methodologies used to explore student reflection in physical education practice, we identified an urgent need for researchers to develop more coherent and rigorous frameworks for exploring student reflection in physical education practice so that our field can move beyond making educated guesses about the potential role of student reflection in physical education practice and its relationship to education and learning.

Purpose

The purpose of this article is to suggest and discuss methodological tools to better explore and understand reflection within the context of physical education practice.

Methodological considerations

By outlining previous methodologies used to explore reflection in physical education, we identified three challenges that need to be addressed in research: (1) foregrounding student reflection as the object of knowledge in research, (2) theoretically opening up for student reflection as situated and embodied, and (3) methodologically delineating and empirically capturing student reflection. We address these three challenges by providing methodological examples of how researchers can position reflection theoretically, formulate research questions, generate and analyse data and make claims about student reflection in physical education practice. We then extend our suggestions and determine their usefulness for teachers interested in learning more about how reflection can make their pedagogical practices more educative.

Conclusion

We argue that there is an urgent need to foreground student reflection in physical education research and to develop more coherent and rigorous methodologies for empirically exploring student reflection that, over time, allows cumulative knowledge about the why(s), what(s) and how(s) of student reflection in physical education to be built.

Place, publisher, year, edition, pages
Taylor & Francis, 2024. p. 1-14
Keywords [en]
Reflection, methodology, learning, theory, practice
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
URN: urn:nbn:se:gih:diva-8431DOI: 10.1080/17408989.2024.2438057ISI: 001371232300001Scopus ID: 2-s2.0-85210975665OAI: oai:DiVA.org:gih-8431DiVA, id: diva2:1921255
Available from: 2024-12-13 Created: 2024-12-13 Last updated: 2024-12-18

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Quennerstedt, Mikael

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